Observation 2:
My CT at East Greenwich High School, Sarah Sewatsky, also begins class by prompting students to pull out their binders. She used a power point lecture to teach about distance, time, velocity, and speed. The children were very attentive, and there was minimal chatter, rarely enough to force my CT to ask for quiet. During the lecture she frequently asked the students questions not only about what she was covering but about science related tangents. For example she asked the class why knowing speed AND direction can be more helpful. She asked students how it could be helpful in a wild fire, a field goal kick, air traffic control, and more. For each example she had a fun fact for the kids that did not necessarily directly relate to the topic but the students responded positively to the information and I think it helped maintain their interest. She also walked up and down the isles while lecturing to keep students on task.
Next period began the same way but this lecture was on graphing. At one point the students got a little loud, and she responded by counting. The students quickly quieted before she was able to reach ‘5’. This class was also very good about answering questions and engaging in side topics.
Third period was a much smaller collaborative class. There were only 13 students with a 14th student absent. The students worked on a lab about surface tension, placing drops of water on a penny with and without soap. Here I was able to walk around and help students work through the lab. This class got of scaffolding from my CT and her aid. Step by step instructions were not only on the board but also on the lab handout the students were given, and the ratio of 3 adults (including myself) to assist 4 small groups was more than they needed.
Reflection:
While watching the students take notes I noticed that most students were on task with a few instances of children resting their heads on the desk. My CT was quick to get them back on task. My CT uses handouts for notes with most of the information given, but with several blanks, charts, tables, and graphs for students to fill in as she lectures. I have always thought I would use a similar technique. I like it because students are not pressed to be writing the entire period and can actually focus on what the teacher is saying and the class is discussing. Yet, the blank spots force students to pay attention for the missing information. I feel that by using power point, my CT was able to circulate the room to keep students on task, rather than stay at the head of the class while students in the back would be free to goof off. Her practice of staying in the midst of the class, while engaging students with thought questions and useful facts, kept everyone focused and on topic. Engaging students is very important to how I want to teach. Keeping the students engaged keeps their attention and the result is better learning. Ms. Sewatsky’s strategy of constantly asking the class questions worked very well and I think I might try to employ it as well. I especial liked how, even though there was one student who ALWAYS had his hand up, many different students offered up ideas and input when asked.
My CT at East Greenwich High School, Sarah Sewatsky, also begins class by prompting students to pull out their binders. She used a power point lecture to teach about distance, time, velocity, and speed. The children were very attentive, and there was minimal chatter, rarely enough to force my CT to ask for quiet. During the lecture she frequently asked the students questions not only about what she was covering but about science related tangents. For example she asked the class why knowing speed AND direction can be more helpful. She asked students how it could be helpful in a wild fire, a field goal kick, air traffic control, and more. For each example she had a fun fact for the kids that did not necessarily directly relate to the topic but the students responded positively to the information and I think it helped maintain their interest. She also walked up and down the isles while lecturing to keep students on task.
Next period began the same way but this lecture was on graphing. At one point the students got a little loud, and she responded by counting. The students quickly quieted before she was able to reach ‘5’. This class was also very good about answering questions and engaging in side topics.
Third period was a much smaller collaborative class. There were only 13 students with a 14th student absent. The students worked on a lab about surface tension, placing drops of water on a penny with and without soap. Here I was able to walk around and help students work through the lab. This class got of scaffolding from my CT and her aid. Step by step instructions were not only on the board but also on the lab handout the students were given, and the ratio of 3 adults (including myself) to assist 4 small groups was more than they needed.
Reflection:
While watching the students take notes I noticed that most students were on task with a few instances of children resting their heads on the desk. My CT was quick to get them back on task. My CT uses handouts for notes with most of the information given, but with several blanks, charts, tables, and graphs for students to fill in as she lectures. I have always thought I would use a similar technique. I like it because students are not pressed to be writing the entire period and can actually focus on what the teacher is saying and the class is discussing. Yet, the blank spots force students to pay attention for the missing information. I feel that by using power point, my CT was able to circulate the room to keep students on task, rather than stay at the head of the class while students in the back would be free to goof off. Her practice of staying in the midst of the class, while engaging students with thought questions and useful facts, kept everyone focused and on topic. Engaging students is very important to how I want to teach. Keeping the students engaged keeps their attention and the result is better learning. Ms. Sewatsky’s strategy of constantly asking the class questions worked very well and I think I might try to employ it as well. I especial liked how, even though there was one student who ALWAYS had his hand up, many different students offered up ideas and input when asked.